Analysis of Teacher questionnaire.

Aim: The target questionnaire was designed to find out the effectiveness of using internet resources, specifically Webquests as one of the effective tools in teaching English.

1. Students of all ages and grades can use WebQuests.

 

1 Figure 1.1 Results of questionnaire for teachers about students of all ages and grades can use WebQuests.

 

In Diagram 1. Students of all ages and grades can use WebQuests? Teachers answers were 94% says “YES” and only 6% says “NO” All of the learners can use it in different levels except elementary and beginner.

2 Using WebQuests makes students constructively solve the presented problemrather than just cutting and pasting material into an assignment or project.

Figure 1.2 Results of questionnaire for teachers about using web quests makes students constructively solve the presented problemrather than just cutting and pasting material into an assignment or project

In Diagram 2. Using web quests makes students constructively solve the presented problemrather than just cutting and pasting material into an assignment or project? Teachers’ answers were 92% says “YES” 5% says “NO” and 3% says “NO Idea”. The picture show to us mostly a positive answer because using a webquest is anyway is more effective and interesting for learners. This is an easy way to incorporate the Internet into the educational process; it does not need any special technical knowledge. Quest can be done individually, but group work for solving the quest is more preferred. This achieved two main objectives of teaching – Communication and information exchange.

3. By eliminating the need to search or hunt for information the student is given more time to analyses, criticize and assess the information they find.

 

1. Figure 1.3 Results of questionnaire for teachers about by eliminating the need to search or hunt for information the student is given more time to analyses, criticize and assess the information they find.

In Diagram 3. By eliminating the need to search or hunt for information the student is given more time to analyze, criticize and assess the information they find 80 % of teachers said YES which means that web quests develop critical thinking and the ability to compare, analyze, classify, and think abstractly. Students increased motivation, they perceive the task as something “real” and “useful”, and that leads to more effective learning. Webquests topics can be very diverse, problematic tasks may be different degrees of difficulty. The results of the WebQuest, depending on the material being studied, may be presented as an oral presentation, computer presentation, essay, web page.

4. WebQuests are inquiry-oriented activities designed to make the most of the student’s time.

 

Figure 1.4 Results of questionnaire for teachers about WebQuests are inquiry-oriented activities designed to make the most of the student’s time.

In Diagram 4. WebQuests are inquiry-oriented activities designed to make the most of the student’s time? The answers from Teachers were 92% says “YES” and 3% says “No Idea” 5% of instructors says “No” I think the answers show to us a good percentage because webquest really saves the students’ and learners’ time because webquest has a ready information learners read the all information find from the internet and do exercises.

5. WebQuests direct students to not only search for information but to debate, discuss or defend a particular stance with classmates.

 

Figure 1.5 Results of questionnaire for teachers about WebQuests direct students to not only search for information but to debate, discuss or defend a particular stance with classmates.

In Diagram 5. WebQuests direct students to not only search for information but to debate, discuss or defend a particular stance with classmates. According to the diagram teachers gave us positive answer where 82% of them “agree with this statement. Students are introduced to the basic concepts on the chosen theme. Assign roles in the team: for 1-4 persons per 1 role. All team members should help each other individual teamwork towards a common goal. Members simultaneously, in accordance with the selected role, perform tasks. Since the purpose of the work is not competitive, then in the process of working on a web-quest there is a mutual learning the skills of the team members with computer programs and the Internet.

6. As a collaborative activity in which students create a product (fostering cooperative learning?

 

Figure 1.6 Results of questionnaire for teachers about as a collaborative activity in which students create a product (fostering cooperative learning

In Diagram 6. Again the majority of students (72 %) agreed by admitting that team co - summarizes each task, participants exchange material in order to achieve a common goal. It is very interesting working together than individual work.

7. WebQuests teach students how to be independent thinkers

Figure 1.7 Results of questionnaire for teachers about WebQuests teach students how to be independent thinkers

In Diagram 7. WebQuests teach students how to be independent thinkers. From this analyze we can see that the teachers answers is “YES” 90% and only 5% says “NO” also 5% says “no Idea”. WebQuests develop critical thinking and the ability to compare, analyze, classify, and think abstractly. Students increased motivation, they perceive the task as something “real” and “useful”, and that leads to more effective learning. Participation in the web-quests give students’ new knowledge, the ability to use global information resources and modern means of telecommunication, new software packages, improving the business skills of collective dialogue, joint problem-solving. Webquests help to achieve substantive, subject and personal learning outcomes. Well structured, interestingly decorated quest script initiates the consideration of problems from different perspectives, makes you think, and requires critical thinking party. By distributing roles in the project, students assess their knowledge and capabilities from the perspective of the most efficient in their use of joint activities that ultimately should lead to a proper solution of the problem. Participating in a Web quest, kids actively use the information space of the Internet to expand the scope of their creative activity.

8. WebQuests increase competency in the use of technology

 

 

Figure 1.8 Results of questionnaire for teachers about WebQuests increase competency in the use of technology

In Diagram 8. For the statement: WebQuests increase competency in the use of technology? we gained the answer “YES” ( 88%) 10% says “NO” also 2% says “no Idea”. According to teachers the technology of using web quests in the classroom relates to teaching methods using the Internet information resources. In this method, a well-implemented search and use of pupils of educational information that is relevant for the purposes of study, design and research activities of students, based on the interaction with Internet resources, the use of communication components for the training of students and teachers to communicate. Nowadays, this technology of training is particularly relevant, since students’ access to the Internet information resources will provide students the basic and additional educational material necessary for learning in school to fulfill teacher assignments, self-study and recreation.

9. WebQuests as a motivational techniques to keep students on task.

 

 

Figure 1.9 Results of questionnaire for teachers about WebQuests as a motivational techniques to keep students on task.

According to the diagram 9 to the statement WebQuests as a motivational techniques to keep students on task the teachers answers were “YES” (89%) whereas 6% says “NO” and 5% says “no idea”. Working with webquests develop students cognitive, communicative, organizational, moral qualities that are part of a holistic education. Forming the competence in the field of ideology, value systems associated with the student; general cultural competence, a component of which is the culture of health and safety; communicative competence, ways to interact with others and distant people and events; skills to work in a group; possession of various social roles in the team; competence of personal self-improvement. Participation in the quest project allows students to simulate, lose situation, which may soon arise in independent life, to prepare for it. Since the degree of personal involvement depends on evaluation of the work of the whole team, then, consequently, collective work helps to overcome personal disorganization, defeat the isolation, creating the ability to take responsibility. Participation in the web-quest allows you to simulate, lose situation, which may soon arise in independent life, to prepare for it. The student, together with his character learns to navigate in a variety of circumstances, giving an objective assessment of their behavior, taking into account the possibility of other people, establishing contacts with them and affecting their interests. The participants of a web project, have the opportunity to “try on themselves” to the profession, considering their knowledge and capabilities, to know themselves, to assess the practical relevance of the different specialties and their competitiveness on the labor market.

10. Creating a WebQuest would require time to upgrade the teachers’ technical skills.

 

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Figure 1.10 Results of questionnaire for teachers about c reating a WebQuest would require time to upgrade the teachers’ technical skills.

According to the diagram 10 Creating a WebQuest would require time to upgrade the teachers’ technical skills? 80% answers were “No” and only 20% say “yes”. No matter of lots of demands of using technology required, most of the teachers responded positively to the question.

11. WebQuests are very informal and do not provide enough learning material.

 

Figure 1.11 Results of questionnaire for teachers about WebQuests are very informal and do not provide enough learning material.

According to the diagram 11 WebQuests are very informal and do not provide enough learning material. The answers were 82% says “No” and 18% says “Yes”Web Quest is a base where teachers add the any information and create tasks for the learners.

12. Creating Web Quests takes a lot of time

 

 

Figure 1.12 Results of questionnaire for teachers about Creating Web Quests takes a lot of time

 

According to the diagram 12 Creating Web Quests takes a lot of time? The answers were 67% says “Yes” and 33% says “No”. Yes, we are agreeing with this statement. But WebQuest takes a lot of time like a doing a presentation. They have taken the same time. Teachers doing a presentation for the lesson. It means that teachers can find time for a WebQuest too.